Thesis (Ph.D.) in Educational Leadership--University of Maine, 2004. / Includes bibliographical references (leaves 114-125).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 2005. / Vita. Includes bibliographical references (p. 136-144). Also available on the Internet.

Thesis (Ed. D.)--University of Montana, 2007. / Title from title screen. Description based on contents viewed Oct. 12, 2007. Includes bibliographical references (p. 257-264).

It is the purpose of this study to discover factors contributing to the transiency of elementary-school principals by a study of (1) educational experiences of principals, (2) academic and professional qualifications of principals, (3) tenure of principals, and (4) motives for changes made by elementary-school principals.

It is proposed in this study (1) to make a brief survey of educational thought describing the functioning of elementary part-time principals in some selected administrative activities; (2) to analyze some pertinent features of the administrative organization and the part-time principal's schedule of work in the elementary schools selected for this study.

The purpose of this study was to identify the leadership roles of principals and their impact on the performance of two rural secondary schools at Tlakgameng Village. The study was aimed particularly at the leadership role of the principal and how it influences school performance, how the relationships between the principal, teachers and learners affects school performance and how the principal as a leader can encourage performance of both teachers and learners. Literature revealed that a school principal should possess various leadership qualities in order for the school to perform well. A principal should actively seek to motivate and develop educators by creating opportunities for them to grow and to learn from each other. To gather data, a quantitative investigation was employed. Questionnaires were used as a major data collection instrument. 55 questionnaires were distributed to all educators of both secondary schools in Tlakgameng. Data was analysed using simple statistical techniques such as frequencies and percentages. The findings of this study indicated that principals of secondary schools carried out leadership practices at a minimal level. The indication of the study was that principals in rural secondary schools need extensive empowerment in leadership practices. Lt was also evident from the data collected that communication between principals, educators and learners needs to be enhanced. On the basis of the findings from the study, recommendations were made to enhance the leadership roles that principals can play in order to improve the performance of school s. / Thesis (MBA) North-West University, Mafikeng Campus, 2014

The purpose of this research project is to determine empirically the roles of principals as instructional leaders. Ever since a new educational era started in the new South Africa, schools cannot afford to be led by ignorant school principals. For schools to be efficient, instructional leadership roles have to be defined and each role should be carried out diligently. Success in schools can only be realised if school principals are capable of implementing the school curriculum according to instructional leadership principles. The tasks of instructional leadership have to be streamlined. The school principal must concentrate on the most important and key functions of his work. This approach would lead to the realisation of the school vision and mission Both quantitative and qualitative research paradigms and methodologies were used for gathering data from eighty-four public schools in the Setla-Kgobi Area Project Office of the Central Region in the North-West Province. Participating schools were randomly selected. The sample consisted of forty-two schools (thirty primary schools, six middle schools, six secondary schools) and eight randomly selected teachers from each school were used in the study to answer questionnaires. Nine school Principals or Deputy Principals from Setla-Kgobi Area Project Office (i.e:- three primary schools, three middle schools and three secondary schools Principals or Deputy Principals) were purposefully used in the study to answer interview questions A quantitative approach was used to quantitatively analyse derived data. The Statistical Package for Social Sciences (SPSS) was employed with the help of the statistical consultant of the North-West University. The computation of percentages, mean, standard deviation and Chi-square was conducted. Secondly, a qualitative descriptive approach was used to analyse data that was qualitatively gathered. A Textually Oriented Data Analysis (TODA) strategy was adopted in this regard. The findings exposed that principals were not effectively fulfilling their roles of instructional leadership. The findings also revealed that principals were not monitoring and moderating the quality of education that students were getting from teachers. Principals were found to be ineffective and they failed to plan their work adequately. Recommendations given by the participants suggest that there is need for principals to be more focused. They .also need to have a vision and mission statement for their schools. More energy should be directed at monitoring the quality of learning and teaching that takes place in schools. Participants reflected a poor picture of principals as instructional leaders. More effort should be put into the students' instructional achievement, teacher motivation, supervision of training and the use of external subject experts. Whole curriculum evaluation should be earned out regularly at every school, so as to provide feedback to students and teachers. Principals should have checklists that will guide them towards the realisation of their aims and objectives / Thesis (M.Ed) North-West University, Mafikeng Campus, 2010

The purpose of this study was to examine the role of the North West Department of Education in the induction of primary school principals. This study was ,guided by four primary research questions namely: What constitutes the nature and characteristics of induction? What are the induction strategies that the Department of Education employs in this exercise? How effective are the induction programmes in the North West Province? What are the challenges of induction in the North West Province? The review of the literature focused on the recruitment of principals, the various models of the induction programme for principals and how these impacted on the preparation of principals in the management, the governance, the administration and the instructional leadership within the school. Questionnaire served as the sole data collection instrument, and it comprised 44 items. The sample population consisted of two hundred (200) primary school principals selected randomly from the four districts of the North West Province. The data was collected using a Lickert 5 point scale. The following areas were covered in the questionnaire: The nature and characteristics of the induction The challenges of the induction The strategies of the induction The effectiveness of the induction. The findings revealed that the Department of Education does make efforts to ensure that novice and seasoned principals in the North West Province are not faced with the 'swim or sink' dilemma in the management of schools. The data further revealed that new principals are trained upon assumption of duty. However, data revealed that quality assurance mechanisms are seriously lacking and that there is no variety in the strategies that are being followed in the induction of school principals. In conclusion, the study recommended further research into the implementation of the induction system as well as a further benchmarking of the best practices beyond the province to establish how the North West compares with other provinces. / Thesis (MBA) North-West University, Mafikeng Campus, 2011

This is primarily a study of the leadership behaviour of women principals in primary schools in the UAE. Differences between principal's views of their own behaviour and teacher's perceptions of the principals leadership behaviour were analysed. Data was collected through a demographic Questionnaire and the use of the Leader Behaviour Descriptive Questionnaire (LBDQ), Form XII. The sample consisted of 60 elementary school Principals and 425 teachers. Women principals face problems peculiar to their situation as working women in a deeply conservative society and this is put into the wider context of the educational system within which they work. The major findings and conclusions were that Principals perceived themselves as exhibiting leadership behaviour, in most of the 12 leadership behaviour categories, more often than their teaching staff. In particular Principals perceived their leadership behaviour to be significantly higher than did their teachers in the areas of : 1. Demand Reconciliation 2. Initiating Structure, 3. Tolerance of Freedom, 4. Role Assumption, 5. Production Emphasis and 6. Integration And lower than teachers in Predictive Accuracy. No significant differences existed in the other 5 dimensions. Principals' leadership behaviour was perceived by teachers to be more related to consideration of their staff, than to issues surrounding the initiating of structure in the school. There were significant differences between non-trained and trained Principals in leadership behaviour in the following areas : 1. Tolerance of Uncertainty and 2. Superior Orientation No significant differences were found between teacher's perceptions of their principals' behaviour regarding the demographic variables being investigation except for years of experience. However, significant differences were perceived in principals' leadership behaviour based on different school size, in terms of : 1. Persuasiveness and 2. Integration. Finally major recommendation and implication include: 1.The re-design of training programmes to improve principals' technical, human relations and conceptual skills. 2.The Ministry of Education should consider upgrading the criteria by which Principals are selected, and encourage higher education to participate more actively in preparing school administrators. Efforts to improve performance among the Principals starts with the recruitment, selection and training of both teachers and administrators. It is also hoped that in the future Principals and Administrators in schools will be given a greater role in the decision making process.